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All Journal Jurnal Celtic IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature
Ananda, Jumriah
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Languange, Linguistic, Communication & Media

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NAVIGATING THE DIGITAL MAZE: INNOVATIVE STRATEGIES AND HURDLES IN ONLINE GRAMMAR INSTRUCTION Ananda, Jumriah; Nanning, Nanning; Nurhamdah, Nurhamdah; Sardi, Ahmed
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 11 No. 2 (2024): December 2024
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v11i2.37017

Abstract

This study investigates innovative strategies and challenges in online grammar instruction within the English Language Education Department at IAIN Parepare, Indonesia. As digital learning becomes increasingly integrated into higher education, the research focuses on the experiences of 40 students and 5 online grammar instructors. Through a mixed-methods approach, incorporating surveys of all 40 students and in-depth interviews with the 5 tutors, this study investigates the adaptation of traditional grammar teaching methods to digital platforms. Key findings reveal that interactive tools, gamification, and personalized learning paths significantly enhance student engagement and comprehension in online grammar lessons. However, challenges such as varying levels of digital literacy among students, maintaining consistent motivation in virtual environments, and the limitations of asynchronous communication emerge as significant hurdles. The study concludes by proposing a tailored framework for effective online grammar instruction at IAIN Parepare, emphasizing the integration of culturally relevant multimedia resources, collaborative learning activities, and adaptive assessment techniques. These insights contribute to the growing body of knowledge on digital pedagogy in Indonesian higher education and offer practical implications for educators navigating the complexities of online language instruction in similar institutional settings.
From Theory to Practice: The Impact of Task-Based Learning on Grammar Proficiency in EFL Teaching Ananda, Jumriah; Asiza, Nur
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6424

Abstract

This study addressed the persistent challenge in English language teaching where students have theoretical knowledge of grammar but struggle to apply it in practical communication. The research aimed to analyse the effectiveness of Task-Based Language Teaching (TBLT) in improving the grammar skills of first-year English Education students at IAIN Parepare. Using a quantitative pre-experimental design with a one-group pretest-posttest approach, the study involved 16 first-year students selected through purposive sampling. The intervention consisted of five TBLT sessions structured around a three-phase framework (pre-task, task cycle, language focus) targeting five grammatical tenses (Simple Present, Present Continuous, Simple Past, Simple Future and Present Perfect). Data were collected via structured oral interviews before and after the intervention, with responses scored using a five-point grammatical accuracy rubric. Results showed a statistically significant improvement in students' grammatical accuracy, with mean scores increasing from 46.50 (Average category) to 66.75 (Good category), representing a 43.5% improvement (p < 0.05). Analysis of individual tenses showed that tenses commonly used in everyday communication (Simple Present, Present Continuous) showed greater improvement (44.1% and 43.4% respectively) than more complex tenses such as Present Perfect (39.7%). The results suggest that TBLT effectively bridges the gap between declarative and procedural grammar knowledge by providing authentic communicative contexts for grammar practice, although complex grammatical structures may require extended practice and additional form-focused instruction for mastery.
From Theory to Practice: The Impact of Task-Based Learning on Grammar Proficiency in EFL Teaching Ananda, Jumriah; Asiza, Nur
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6424

Abstract

This study addressed the persistent challenge in English language teaching where students have theoretical knowledge of grammar but struggle to apply it in practical communication. The research aimed to analyse the effectiveness of Task-Based Language Teaching (TBLT) in improving the grammar skills of first-year English Education students at IAIN Parepare. Using a quantitative pre-experimental design with a one-group pretest-posttest approach, the study involved 16 first-year students selected through purposive sampling. The intervention consisted of five TBLT sessions structured around a three-phase framework (pre-task, task cycle, language focus) targeting five grammatical tenses (Simple Present, Present Continuous, Simple Past, Simple Future and Present Perfect). Data were collected via structured oral interviews before and after the intervention, with responses scored using a five-point grammatical accuracy rubric. Results showed a statistically significant improvement in students' grammatical accuracy, with mean scores increasing from 46.50 (Average category) to 66.75 (Good category), representing a 43.5% improvement (p < 0.05). Analysis of individual tenses showed that tenses commonly used in everyday communication (Simple Present, Present Continuous) showed greater improvement (44.1% and 43.4% respectively) than more complex tenses such as Present Perfect (39.7%). The results suggest that TBLT effectively bridges the gap between declarative and procedural grammar knowledge by providing authentic communicative contexts for grammar practice, although complex grammatical structures may require extended practice and additional form-focused instruction for mastery.
Co-Authors Ahmed Sardi Asiza, Nur Nanning, Nanning Nurhamdah, Nurhamdah